A thorough analysis of the survey results for 2013 through 2015 indicated two items consistently best reflected staff climate/working conditions at every school level each year: a) School leadership makes a sustained effort to address teacher concerns about school leadership, and b) Overall, my school is a good place to work and learn.
Results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey.
In 2013, the Austin Independent School District began administering a voluntary online exit survey to all professional and administrative employees leaving the district. Responses and respondent characteristics are described.
To improve the work environment for all staff and the campus environment for all students, AISD began the Cultural Proficiency & Inclusiveness initiative. Read more about AISD staff members' attitudes toward concepts integral to the initiative.
Evidence from this Spring 2012 pilot suggests feedback about teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.
Based on spring 2012 survey results, teachers' most commonly mentioned professional development need was using technology in instruction, while campus administrators' most commonly mentioned topic was academic rigor.
Since 2004, AISD has conducted an annual survey to monitor campus staff’s perceptions of their school environment.The survey measures elements of teaching and learning conditions most critical to school success.
In a Spring 2011 survey about professional development opportunity needs, teachers and campus administrators most often requested training in the state’s new academic assessment and using technology. For more information, read the full report.
Thirty-four teacher trainers provided guidance to newly hired AISD teachers in August 2011. When surveyed, most trainers responded that the information and support they received were of high quality and that they felt prepared.
A Spring 2010 survey of teachers and campus administrators showed that staff most often requested additional training in integrating technology into instruction, rigor in the curriculum, and differentiated instruction.